This is a card sort designed to allow students to categorise and prioritise reasons that Hippocrates is known as the ‘Father of Medicine’. More able students can use the cards to explain their thoughts on the most important reason for Hippocrates’ moniker. The task could also be done as a diamond activity, with categories taken out for the more able. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sorting resource on the development of Britain’s rule from the 1750s to 1947. There is a differentiated resource for lower ability students. Students are invited to sort the cards into categories: a) violence/war b) peaceful protest c) political power / government. Lower ability students can look at what was violent / non-violent. They then place the cards into chronological order, and can use the timeline to indicate where Britain’s rule was secure or weak. More able students can be challenged to decide how strong or weak each event showed British rule to be. Students can then answer the following questions on British India: 1. What event showed that British power was at its strongest? Why? 2. What event showed that British power was at its weakest, before 1947? Why? 3. What do you suggest about British rule in India over the years? Think of rise and fall of power. Why do you think that this was? This can lead to a class debate or piece of extended writing.

This is a whole lessons activity on the coming of canals during the Industrial Revolution. Use the powerpoint to encourage students to define the word canalmania, and to decide the biggest problems that the canalbuilders faced in the 1780s/90s. The worksheet can be done as a card sort or a cut and stick activity. Students must decide which of the pieces of information are advantages and disadvantages. They must then, as an extension, decide which relate to: a) money, b) transporting people/things, c) others. Students then answer the question on the final slide of the powerpoint. This can lead to a piece of extended writing for more able students, or as a more broken down set of answers for the less able. There is plenty of scope for discussion throughout the lesson.

This is a card sort designed to allow students to categorise and prioritise reasons that Galen is significant in the development of medicine. More able students can use the cards to explain their thoughts on the most important reason for Galen’s significance. The task could also be done as a diamond activity, with categories taken out for the more able. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a resource to sort the advantages and disadvantages of migration to Britain, and invites students to prepare a debate on the issue. Students can decide which of these affect all, most, some or only a few migrants - and then decide which are the most important. Students can pair up as differentiation to prepare a debate on the good and bad points of migration.

This is a card sort for GCSE / A level students to arrange into chronological order the events in Hitler’s rise to power. There is a differentiated version for lower ability students. They are currently in the right order! As an extension, students can identify and explain 1/2/3 events which they feel were turning points in Hitler’s rise. This can lead to an extended piece of writing, or discussion.

This is a resource for KS3/4 students to be looking at the decisions to drop the atomic bombs in 1945. On the ‘bomb decisions’ sheet, students decide what they would do regarding the decisions on dropping thee bomb. As an extension, they can lace themselves in the position of Harry Truman and decide what he should have done. On the second sheet, differentiated for lower ability students, students firstly which of the points suggest that the dropping of the bombs was: • The right thing to do • The wrong thing to do They then choose their opinions on what were the best reasons for and against dropping he bomb. As an extension, the more able students can write a letter explaining their views fully. This can lead to a debate or a piece of extended writing. It has also been used in the past as a resource to prepare for an assessment.

This is a card sorting resource to allow students to judge the effectiveness of the NHS. Students can sort the cards into groups to do with costs, public health and other factors. Students can sort the cards into groups to do with positives and negatives. There are questions at the bottom of the sheet, for more able students, to do with the best/worst point about the NHS, and are invited to explain their own thoughts. This can lead to a piece of extended writing on the effectiveness of the NHS.

This is a resource for students to explain why the USA joined WW2. Students are presented with 7 reasons, they must explain why these made the USA join the war. There is a differentiated version with are key words to help less able students with the explanations. Students then decide which were reactions to Pearl Harbour, and which were longer term reasons. As an extension, students explain their opinion on the most important reason for the USA joining the war.

A card sort which allows students to place in chronological order the events (from Aug. 1961 to 1965) which saw the construction of and life under the Berlin Wall. Students can explain what they think are the most important events in the story of the Berlin Wall. They can place themselves in the position of a) East Berliners, b) West Berliners c) the USSR, d) the USA and write an explanation of their feelings.

This is a diamond 9 card sort to categorise and prioritise the reasons that FDR was elected in 1932. As an extension, you can challenge students to explain the more / less important reasons. There are further extension questions, differentiated for more / less able students. This can lead to a class discussion. Categories could include, but not be limited to, FDR’s personality, failings of Republicans, FDR’s policies, FDR’s methods and others.

This is a resource for KS3 History students. Students look through the pieces of evidence. They decide which of these suggest a real plot, and which suggest that there was a government cover-up. It can be done as a card sort, cut and stick or highlighting activity. Higher ability students can be challenged, particularly in a card sort, to prioritise the pieces of evidence on either side of the argument. There are resources for higher and lower ability students included This can lead to a class debate or a piece of extended writing.

This is a diamond 9 card sort to categorise and prioritise the reasons that the US economy had weaknesses in the 1920s. As an extension, you can challenge students to explain the more / less important reasons, and who was most affected by different problems – this is scaffolded for weaker students. This can lead to a class discussion. Categories could include, but not be limited to, farmers unemployed, black Americans and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the US economy boomed in the 1920s. As an extension, you can challenge students to explain the more / less important reasons. There is also an exam question, suitable for the new GCSE. This can lead to a class discussion. Categories could include, but not be limited to, new products/services, new techniques/technologies, confidence in banks/economy and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the League failed in the 1930s. As an extension, you can challenge students to explain the more / less important reasons, which were short and long term factors and some examples of each factor. This can lead to a class discussion, or an exam question on why the League failed. Categories could incllude, but not be limited to, Hitler, the League’s members, the actions of powerful countries, the actions of Britain and France, the League’s weaknesses, and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the American West was lawless. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, social, economic, cultural political and other factors.

This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students are encouraged to look at Hoover’s and FDR’s beliefs on the causes, course and remedies to the Depression. They use the quotes and info on the powerpoint to help them decide which were Hoover’s / FDR’s ideas. This can lead to a discussion on who would be the better presidential candidate and why. On p2 of the worksheet, students choose up to 3 reasons why FDR won, based on their respective campaigns. This can be done individually, or a paired thinking skill. With the Hoover’s solutions worksheet, students match up the problems that Hoover faced to the solution that he came up with. Answers are on the Hoover’s solutions ppt. As an extension students can decide why Hoover’s solutions were too little, too late. This can lead to class discussion. It can be used as a reference point when you start the New Deal, as many of Hoover’s policies served as inspirations for FDR’s solutions. Students can watch the YouTube link on the Bonus marchers and explain how big an impact it had on the election outcome. Without it, would FDR still have won? Why / not?

This is a diamond 9 card sort to categorise and prioritise the reasons that life in trenches was difficult. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, health//hygiene, time, mental health and others.